TEACHER. 1 281 



&quot;The praise of having originally established schools belongs to 

 some bishops and abbots of the sixth century. They came in place 

 of the imperial schools overthrown by the barbarians. . . . The cathe 

 dral and conventual schools, created or restored by Charlemagne, 

 became the means of preserving that small portion of learning which 

 continued to exist.&quot; 



Mosheim, describing. the Church of the sixth century, fur 

 ther tells us that in the cathedral schools the clerical teacher 

 &quot; instructed the youth in the seven liberal arts, as a prepara 

 tion for the study of the sacred books; &quot; and that in the 

 monasteries &quot; the abbot or some one of the monks gave 

 literary instruction to the children and youth that were 

 devoted to a monastic life.&quot; These facts verify the state 

 ment that primarily instruction, whether given to lay or 

 clerical youth, concerned itself directly or indirectly with 

 religious propitiation : the avowed purpose, as expressed by 

 the Council of Yaison, being to make the young &quot; attach 

 themselves to holy books and to know the law of God.&quot; 



Subsequent centuries of wars and social derangements 

 witnessed a decay of these ecclesiastical teaching institu 

 tions, notwithstanding efforts from time to time made by 

 popes and bishops to re-invigorate them. But, as was to be 

 expected, when there began to arise lay teachers, there arose 

 clerical resistance. Then, as always, the priestly class dis 

 liked to see the instruction of the young falling into other 

 hands. In France, for example, the Chancellor of Ste, 

 Genevieve, who granted licences to teach at the Paris Uni 

 versity, used his power sometimes to exclude able men, some 

 times to extort money, and had repeatedly to be restrained 

 by papal injunctions. So, too, was it in Germany. 



&quot;All the professional posts in the Universities were in the hands 

 of the clergy, until the end of the 15th, and even into the 16th, 

 century.&quot; 



At Heidelberg, in 1482, &quot;a layman was for the first time, after a 

 severe struggle, allowed to become a professor of medicine.&quot; 



&quot;The general admission of lay professors to clerical offices did not 

 take place until 1553.&quot; 



